Warning! The directory is not yet complete and will be amended until the beginning of the term.
240023 VS Freedom VII - Ways of visualization in the struggle for liberation (3.2.6) (2022W)
activist aspects in (visual) anthropology
Continuous assessment of course work
Labels
ON-SITE
Anwesenheitspflicht in der ersten Einheit!Die Lehrveranstaltungsleitung kann Studierende zu einem notenrelevanten Gespräch über erbrachte Teilleistungen einladen.
Plagiierte oder erschlichene Teilleistungen führen zur Nichtbewertung der Lehrveranstaltung (Eintragung eines 'X' im Sammelzeugnis). Es kommt die Plagiatssoftware (‘Turnitin') zum Einsatz.
Plagiierte oder erschlichene Teilleistungen führen zur Nichtbewertung der Lehrveranstaltung (Eintragung eines 'X' im Sammelzeugnis). Es kommt die Plagiatssoftware (‘Turnitin') zum Einsatz.
Registration/Deregistration
Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).
- Registration is open from Th 01.09.2022 00:01 to Mo 26.09.2022 23:59
- Deregistration possible until Mo 17.10.2022 23:59
Details
max. 20 participants
Language: German
Lecturers
Classes (iCal) - next class is marked with N
If possible, the course is to be conducted in presence. Due to the respective applicable distance regulations and other measures, adjustments may be made.
- Monday 03.10. 16:45 - 20:00 Hörsaal A, NIG 4.Stock
- Monday 10.10. 16:45 - 20:00 Hörsaal A, NIG 4.Stock
- Monday 07.11. 16:45 - 20:00 Hörsaal A, NIG 4.Stock
- Monday 21.11. 16:45 - 20:00 Hörsaal A, NIG 4.Stock
- Monday 05.12. 16:45 - 20:00 Hörsaal A, NIG 4.Stock
- Monday 09.01. 16:45 - 20:00 Hörsaal A, NIG 4.Stock
- Monday 23.01. 16:45 - 20:00 Hörsaal A, NIG 4.Stock
Information
Aims, contents and method of the course
Assessment and permitted materials
The presence in the 1st unit is necessary insofar as the concrete topics and working methods are determined together and possible and desired cooperation is formed. The modalities of proving the acquired knowledge are to be clarified in the first unit and are based on the individual strengths and needs of the participants.
Minimum requirements and assessment criteria
Attendance, active participation, presentation of a self-selected contribution. All further requirements will be worked out together in the course. MA students are required to complete an additional 25 hours of work through the self-determined design and organization of an alternative teaching and learning practice.
Examination topics
Relevant for the course is the material that is determined by the participants at the beginning of the course cycle. The relevant material consists of the inputs and materials prepared by the participants on the one hand, and on the other hand, in the form of the literature and other teaching and learning practices indicated therein.
Reading list
Selected literature will be made available on the Moodle platform.
Here are some suggestions for further research in English:Nora M. Alter, The Essay Film After Fact and Fiction, New York: Columbia University 2018.
Gayatri Chakravorty Spivak, Can the Subaltern Speak? (1988), Wien: Turia + Kant 2008.
Noam Chomsky und Edward S. Herman, Manufacturing Consent, New York: Pantheon 1988.
Erica Cusi Wortham, Indigenous Media in Mexico, Duke University Press 2013.
Tony Dowmunt (Hg.), Channels of Resistance. London: BFI 1997.
Julio García Espinosa, For an imperfect cinema (1969), in: Jump Cut, No. 20, 1979.
Pamela Wilson und Michelle Stewart (Hg.), Global Indigenous Media, New York: Duke University Press 2008.
Dee Dee Halleck, Handheld Visions, New York: Fordham University 2002.
David LaRocca (Hg.), The Philosophy of Documentary Film, New York: Lexington 2017.
Maurizio Lazzarato, Videophilosophy (2002), New York: Columbia University 2019.
Roy Levin, Documentary Explorations, New York: Garden City 1971.
Claudia Magallanes-Blanco, The Use of Video for Political Consciousness Raising in Mexico, New York: Mellen Press 2008.
Laura Rascaroli (Hg.), The Personal Camera, London: Wallflower Press 2009.
Edward Said, Representing the colonized, in: Critical Inquiry 15, 1989.
Fernando Solanas und Octavio Getino, Hacia un tercer cine (1968), in: Cinéaste, Vol. 4, No. 3, (Winter 1970-71)
Jim Pines und Paul Willemen (Hg.), Questions of Third Cinema, London: British Film Institute 1994.
Sol Worth und John Adair, Through Navajo Eyes, Bloomington: Indiana University Press 1972.
Here are some suggestions for further research in English:Nora M. Alter, The Essay Film After Fact and Fiction, New York: Columbia University 2018.
Gayatri Chakravorty Spivak, Can the Subaltern Speak? (1988), Wien: Turia + Kant 2008.
Noam Chomsky und Edward S. Herman, Manufacturing Consent, New York: Pantheon 1988.
Erica Cusi Wortham, Indigenous Media in Mexico, Duke University Press 2013.
Tony Dowmunt (Hg.), Channels of Resistance. London: BFI 1997.
Julio García Espinosa, For an imperfect cinema (1969), in: Jump Cut, No. 20, 1979.
Pamela Wilson und Michelle Stewart (Hg.), Global Indigenous Media, New York: Duke University Press 2008.
Dee Dee Halleck, Handheld Visions, New York: Fordham University 2002.
David LaRocca (Hg.), The Philosophy of Documentary Film, New York: Lexington 2017.
Maurizio Lazzarato, Videophilosophy (2002), New York: Columbia University 2019.
Roy Levin, Documentary Explorations, New York: Garden City 1971.
Claudia Magallanes-Blanco, The Use of Video for Political Consciousness Raising in Mexico, New York: Mellen Press 2008.
Laura Rascaroli (Hg.), The Personal Camera, London: Wallflower Press 2009.
Edward Said, Representing the colonized, in: Critical Inquiry 15, 1989.
Fernando Solanas und Octavio Getino, Hacia un tercer cine (1968), in: Cinéaste, Vol. 4, No. 3, (Winter 1970-71)
Jim Pines und Paul Willemen (Hg.), Questions of Third Cinema, London: British Film Institute 1994.
Sol Worth und John Adair, Through Navajo Eyes, Bloomington: Indiana University Press 1972.
Association in the course directory
Last modified: Mo 19.09.2022 21:48
The LLV is jointly designed by faculty and students of KSA. The LLV is intended to create a place where students and teachers alike can exchange knowledge and experience and thus enrich each other. The goal is to view knowledge as exchange, process, and experience, thereby transcending both disciplinary and national boundaries.The LLV is accompanied by a film series at the Austrian Film Museum, which will show and debate 8 films from 4 continents under the title RISE UP! Cinema and (De)Coloniality from November 6 to 27. (https://www.filmmuseum.at/en/film_program/scope?schienen_id=1662969204400)Content:
Since the teaching and learning event (LLV) is designed by the participants, the teaching and learning contents are not fixed but are developed together. The organizing group of the LLV has worked out a thematic proposal to support this process, which can be supplemented and worked on during the course of the teaching and learning event, among other things. The focus is on the role of anthropology and anthropologists in relation to activism and related movements - specifically the role of visual anthropology. The topics are suggestions that serve as guidelines, but participants are free to choose their own topics. At the starting point of the joint reflection are in particular the following questions:
- What can anthropology contribute to activism?
- Or does anthropology undermine activism?
- To what extent does the contextualization of visual content play a role for both activism and anthropology?
- What representations does (visual) anthropology (re)produce about activism?
- How are/can methods of visual anthropology be used activistically?Methods:
The essential concern of this LLV is to enable the potential for free design by all, out of their own interest and initiative. Theory and practice are to be linked with each other. The aim is to create the (free) space to work through knowledge in a self-reflective way and to implement one's own ideas. I.e. concepts of teaching and learning should be included, critically questioned and applied accordingly. The methodological basis is thus the emancipatory approach to learning and teaching. The participants should independently, in groups or individually, track down the essential aspects inherent in the contemporary discourse on the topic of their choice. As suggestions that go beyond the usual teaching methods, we propose the self-organization of guest dialogues, short video/photo documentaries, critical analysis of self-selected representations of "struggles for liberation" and "freedom fighters," as well as performative or artistic projects.